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OER4Schools/Review of group work: Difference between revisions
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=Focus on reflection= | =Focus on reflection= | ||
{{activity|otr|: We hear | {{activity|otr|: We hear another Zambian teacher's audio reflection on a 10 talking points activity.|10}} | ||
We now listen to a clip that was recorded after the teacher ( | We now listen to a clip that was recorded after the teacher (Judith) had use talking points with her lesson. She is reflecting on the talking points activity and recording her own thoughts about how the pupils responded to the activity. Notice how she uses a specific example and records what the pupils said. She reflects on how successful (or otherwise) her planning was and concludes that there were too many talking points for the pupils to get through in the time allowed. | ||
<blockquote> | <blockquote> | ||
'' | ''“Very few groups completed writing reasons to all sentences due to too many talking points but interactive teaching and learning took place.”'' | ||
</blockquote> | </blockquote> | ||
'''Judith portfolio - talking points''': | '''Judith portfolio - talking points''': | ||
{{: Video/Judith portfolio recording - talking points.mp3 }} | {{: Video/Judith portfolio recording - talking points.mp3 }} | ||
{{transcript|text= | {{transcript|text= | ||
'''' | ''''Transcript for clip 1:''' | ||
{{: Video/Judith portfolio recording - talking points.mp3/transcript }} | {{: Video/Judith portfolio recording - talking points.mp3/transcript }} | ||
}} | }} | ||
[[File:Judith portfolio - talking points.jpg|right|400px]] | |||
The image here shows a copy of Judith's portfolio submission. In this case she has written her reflection and then recorded herself reading it. It is not necessary to present two versions of your reflections, one or other would be fine. How are your portfolios's coming on? Ask yourself the following questions: | |||
* When you reflected on the talking points activity did you record the subject and topic of the lesson? | |||
* Did you comment on how the pupils specifically/personally responded to the talking points? | |||
* Where there any unexpected points made by the pupils? | |||
* Did your talking points spark a discussion between pupils (as ii did in Judith's case with the snake)? If so, what was is? | |||
* What evidence do you have that interactive teaching and learning took place? This will most likely come from the conversations that took place between the pupils so you should record this in your reflection. | |||
= Follow-up activities = | = Follow-up activities = | ||
